ESL students taught concept mapping show significantly greater pretest-to-posttest achievement gains than students taught an alternative learning strategy¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2001 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q3 i? For achievement, the concept mapping group showed significantly greater gains from pre-test to post-test than the alternative learning strategy group. → Pasana Chularut 2001
Evidence¶
Pasana Chularut 2001¶
Pasana Chularut. (2001). The Influence of Concept Mapping on Achievement, Self-Regulation, and Self-Efficacy in Students of English as a Second Language. Doctoral dissertation, University of Oklahoma. https://eric.ed.gov/?id=ED3004889
q3 · i? · causal · r2
Randomized pretest-posttest control group study of 79 ESL students comparing a concept mapping group and an alternative learning strategy group, analyzed with split-plot ANOVA. The abstract reports "the concept mapping group showed significantly greater gains from pre-test to post-test than the alternative learning strategy group" for achievement.
"The findings showed the statistically significant interaction of time and method of instruction for achievement, self-monitoring, knowledge acquisition strategies, and self-efficacy. For all variables, the concept mapping group showed significantly greater gains from pre-test to post-test than the alternative learning strategy group."
Discussion¶
Related Claims¶
- ESL students taught concept mapping show significantly greater gains in self-efficacy for learning from text than students taught an alternative learning strategy — related
- ESL students taught concept mapping show significantly greater gains in self-regulation strategies (self-monitoring and knowledge acquisition strategies) than the alternative strategy group — related
- Teacher-student interactive semantic mapping produced higher EFL reading comprehension posttest scores than teacher-initiated and student-mediated semantic mapping — related
- Advanced L2 learners taught the core senses of to, for and at with diagrams show pre- to post-test gains in knowing when to use them, in one uncontrolled study reported second-hand — related
- Students showed significant learning gains on domain knowledge (large effect) and concept maps (medium effect) after a 45-minute SRL-rich learning task — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
concept-mapping-greater-achievement-gains-esl |
title |
ESL students taught concept mapping show significantly greater pretest-to-posttest achievement gains than students taught an alternative learning strategy |
description |
ESL students taught concept mapping show significantly greater pretest-to-posttest achievement gains than students taught an alternative learning strategy |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2001 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — pasana-chularut-2001 |
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